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Suggestions  to  Leaders 

of 

Mission  Study  Classes 
“An  African  Trail " 


Digitized  by  the  Internet  Archive 
in  2018  with  funding  from  ' 
Columbia  University  Libraries 


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https://archive.org/details/suggestionstoleaOOhall 


Suggestions  to  Leaders 

of 

Mission  Study  Classes 

using 

An  African  Trail'" 

By 

HARRIETTE  R.  HALLOWAY 


The  Central  Committee 
on  the 

United  Study  of  Foreign  Missions 
West  Medford,  Mass. 

19  17 


FOREWORD 

An  African  Trail  takes  us  right  into  the  homes 
and  hearts  of  the  Bulu  women.  As  we  dwell  there 
with  them  we  want  others  to  know  their  charm  and 
their  need. 

This  little  booklet  contains  very  simple  outlines  of 
lessons  prepared  with  the  hope  that  they  will  be 
suggestively  helpful  to  those  who  are  willing  to 
give  time — in  study  and  prayer — to  lead  others 
down  the  Same  Trail. 

Harrietts  R.  Halloway. 


June  20,  1917. 


SUGGESTIONS  TO  LEADERS 


“AN  AFRICAN  TRAIL” 


HESE  suggestions  have  been  planned  for  the  kind  of  a  study 


A  class  in  which  each  member  takes  part  in  informal  discussion  at 
each  meeting;  a  class  whose  members  are  few,  meeting  weekly, 
except  for  those  Westminster  Guild  classes  which  constitutionally 
meet  bi-weekly  (not  less  often  than  bi-weekly)  and  having  the  same 
leaders  throughout  the  Course. 

Seven  outlines  are  given — one  for  an  introductory  meeting,  an 
excellent  investment,  and  one  for  each  of  the  six  chapters  in  the 
book.  It  will  be  noticed  that  the  outlines  have  been  arranged 
to  form  a  connected  whole  and  that  each  one  is  a  unit  of  logically 
connected  topics.  It  will  also  be  noticed  that  no  written  papers 
are  included. 

The  “Aims”  are  given  separately.  That  is  because  many 
experienced  leaders,  who  feel  the  need  of  definitely  expressed  aims 
to  work  toward,  have  not  found  it  satisfactory  to  give  them  to 
the  class. 

An  hour  and  a  quarter  is  pre-supposed — of  which  fifty  minutes 
are  allotted  to  the  new  lesson  of  the  day. 

It  is  not  expected  that  these  outlines  be  used  verbatim  but 
that  they  be  adapted  to  each  leader’s  personality  and  the  needs 
of  each  class.  They  are  but  dry  bones  until  leaders  breathe  life 
into  them. 


EXPLANATION 


Of  some  of  the  terms  and  their  purpose  as  used  in  outlines: 

I.  Individual  Assignment. — Special  preparation  asked  of  one 
or  more  members  of  the  class  in  addition  to  all  the  general  assign¬ 
ment  as  given  to  whole  class.  At  the  organization  meeting — when 
first  assignment  is  given — class  should  be  told  that  all  special 


3 


(extra)  reading  asked  of  individuals  will  give  much  of  value  to  con¬ 
tribute  to  the  discussion.  It  is  urged  that  individual  assignments 
be  given,  privately,  outside  of  class-hour,  so  that  they  will  come 
freshly  and  with  an  element  of  surprise  to  the  class.  In  all  cases 
Roman  numbers  given  to  individual  assignments  refer  to  the  gen¬ 
eral  (class)  assignment  of  same  lesson.  Where  several  references 
are  given  it  is  intended  that  they  be  distributed  to  several  per¬ 
sons — except  in  the  case  of  the  impersonation. 

2.  Enrichment. — Means  that  the  individual  is  asked  to  contrib¬ 
ute,  without  being  called  upon  by  name,  the  additional  information 
to  the  class  opinions  and  discussions,  either  giving  it  as  a  whole 
after  the  others  are  through  or  slipping  it  in  bit  by  bit  between 
times,  whichever  leader  may  request  beforehand. 

3.  Connective  Review  Question. — An  effort  made  to  use  a  thought 
question  which  will  arouse  interest  and  answer  the  purpose  of  a 
review  without  being  so  labeled.  Would  not  use  word  “review” 
in  class,  nor  the  above  phrase  (connective  thought  review)  but 
would  be  sure  to  have  one. 

4.  Summarizing  Statement. — Should  be  a  brief — very  brief — 
presentation  by  the  leader  of  some  of  the  important  points  of  the 
lesson  with,  usually,  a  look  forward  to  the  next,  as  otherwise  the 
assignment  of  the  new  lesson  might  gain  and  the  lesson  of  the 
hour  lose  too  much  in  relative  value  impression.  Furthermore,  the 
somewhat  mechanical  matter  of  noting  assignments  sometimes  dis¬ 
sipates  a  little  of  the  atmosphere;  and  the  summary  helps  to  re¬ 
call  it. 

Suggestions  for  connective  reviews  and  summaries  are  given 
because  it  is  at  these  points  that  much  of  our  work  has  been  ragged. 

THE  LEADER’S  PREPARATION 

First,  read  text-book  right  through  to  get  impression  of  whole. 

Next,  read  the  following  books: 

1.  “The  Lure  of  Africa,”  Cornelius  H.  Patton,  D.D., 
Missionary  Education  Movement. 

2.  “African  Adventurers,”  Jean  Kenyon  Mackenzie,  United 
Study  Committee. 


4 


3-  “The  Moffats,”  Ethel  Daniels  Hubbard,  Missionary 
Education  Movement. 

4.  “Black  Sheep,”  Jean  Kenyon  Mackenzie,  1916,  Houghton 
Mifflin  Co. 

Then  read  any  of  the  good  reference  books  which  are  espe¬ 
cially  needed  or  attractive.  See  lists  in  back  of  text-book.  Also 
excellent  condensed  list  in  Packet  of  Helps  for  Presbyterian  Leaders. 

After  reading  these  four — if  hard  pressed,  only  first  two — the 
text-book  can  be  re-read,  slowly,  chapter  by  chapter  and  notes 
made,  on  margins  or  in  note  book.  This  is  followed  by  the  mak¬ 
ing  of  outlines  of  subject-matter  contained — thus  arranging  con¬ 
tents,  so  that  they  are  condensed  and  clear  at  a  glance. 

For  the  strength  which  comes  through  exercise,  for  personal 
self-expression,  and  with  your  particular  class  in  mind,  it  is  urged 
that  you  make  your  own  assignments  and  work  them  out,  simply 
referring  to  those  afterward  to  see  whether  any  important  point 
has  escaped  you.  All  these  can  be  prepared  before  the  first  meet¬ 
ing — but  it  will  be  necessary  to  be  ready  to  change  them,  or  these 
if  you  use  them,  at  a  minute’s  notice  to  fit  the  needs  of  your  class. 

Write  down — that  helps  so  much  in  clarifying  and  making 
definite  and  concrete — just  what  you  want  to  try  to  accomplish 
with  your  class. 

Some  leaders  make  separate  memoranda  of  points  to  be  em¬ 
phasized  and  problems  to  be  discussed;  also  of  conclusions  to  be 
reached  and  impressions  made. 

As  one  of  the  things  to  be  gained  by  the  class  members  is 
self-expression,  be  sure  to  plan  for  nearly  all  the  class  hour  to  be 
filled  by  them.  We  leaders  have  to  remind  ourselves  very  often 
that  we  are  on  hand  in  these  classes  to  plan  and  to  guide,  not  to 
lecture.  They  will  get  infinitely  more  from  what  they  do  for 
themselves  than  from  what  we  do  for  them — which  means  that 
we  are  hindering  rather  than  helping  if  we  do  too  much.  Of 
course  we  must  be  prepared  to  lend  a  hand  when  and  where 
needed.  Be  ready  to  study  each  individual. 

As  this  is  particularly  to  be  a  study  of  women  by  women, 
leaders  will  do  well  to  absorb  that  point  of  view  as  much  as  pos¬ 
sible — do  all  the  extra  reading  of  that  sort  which  they  can — and 
let  it  be  felt  in  all  the  sessions. 


5 


Leaders  will  be  quick  to  see  the  opportunity  to  interest  young 
people  in  the  stirring  lives  and  deeds  of  the  pioneer  missionaries 
in  Africa.  Advantage  should  be  taken  of  this  to  start  them  read¬ 
ing  biographies  during  and  after  the  course.  Start  with  those 
mentioned  in  the  listed  bibliography  in  the  “Packet  of  Helps.” 

Before  the  class  sessions  begin,  it  will  pay  to  collect  the  maps, 
leaflets,  magazines  with  special  articles,  and  the  reference  books 
most  needed.  “The  World  Outlook”  for  January,  1917  (150 
Fifth  Ave.,  N.  Y.,  15  cents),  should  be  in  the  hands  of  every 
leader  and  available  for  members.  Many  a  session  has  come 
short  of  all  that  it  might  have  been  because  something  helpful 
was  not  ordered  soon  enough  to  arrive  in  time. 

Leaders  of  little  or  no  experience  or  training  will  find  great 
profit  in  studying  “The  Mission  Study  Manual,”  prepared  by 
Mr.  B.  Carter  Millikin;  experienced  leaders  will  find  points  made 
which  jog  the  memory  and  stimulate  mind  and  heart.  This  pam¬ 
phlet — which  deals  with  the  organization  and  conduct  of  study 
classes — may  be  ordered  (10  cents)  from  your  Denominational 
Board,  from  the  Missionary  Education  Movement,  or  from  the 
Educational  Department  of  the  Board  of  Foreign  Missions,  156 
Fifth  Avenue,  New  York  City.  As  usual,  Presbyterian  leaders 
should  apply  to  the  latter  place,  or  to  the  Woman’s  Boards  for 
a  “Packet  of  Helps.” 

Many  leaders  prefer  to  select  their  own  Scriptures.  All  given 
in  these  “Suggestions”  will  be  found  to  be  very  brief.  Leaders 
who  desire  longer  ones  are  advised  to  look  up  those  in  the  text¬ 
book.  Much  time  and  thought  should  be  given  to  this  part  of 
the  lesson. 

Prayer — the  heart  of  the  whole  matter — the  first  step  and  all 
the  succeeding  ones.  An  inexperienced  leader  who  will  work  and 
pray — the  two  absolute  essentials — can  do  wonders  for,  with,  and 
through  her  class;  while  an  experienced  one  without  definite,  in¬ 
telligent,  constant  prayer  will  fail  utterly. 

In  the  class  hour  it  is  recommended  that  the  opening  prayer 
be  offered  by  the  leader  who  has  the  whole  in  hand,  and  that  at  the 
close  of  the  discussion  there  be  prayers  by  the  class  members,  as 
soon  as  they  seem  ready  (usually  quite  soon),  who  have  been 
asked  to  volunteer — never  drafted.  The  prayer  cycles  and  year 
books  of  prayer  are  invaluable.  Many  an  individual  has  first 


6 


found  voice  for  audible  prayer  in  a  mission  study  class  and  there 
are  of  others  not  a  few  who  have,  in  such  classes,  found  the  mean¬ 
ing  of  prayer  for  their  own  lives. 

SUGGESTED  “AIMS” 

Upon  or  Around  Which  These  Outlines  Were  Built 
{Not  to  be  Given  to  Class) 

Aim  for  Whole  Course. — That  we — members  of  the  Tribe  of  God 
in  America — reconsecrate  ourselves  to  the  development  of 
the  Tribe  of  God  in  Africa.  . 

Aim  for  Chapter  I. — ^To  follow  the  missionaries’  trail  with  greater 
intelligence. 

Aim  for  Chapter  II. — To  increase  our  desire  to  free  the  Bulus  from 
their  slavery  to  the  things  of  goods,  sex,  fetish. 

Aim  for  Chapter  III. — To  see  the  opportunity  to  make  the  true 
God  known  to  them. 

Aim  for  Chapter  IV. — To  better  understand  what  “The  Ten 
Tyings”  mean  in  the  life  of  the  Africans — especiaUy  that 
of  the  women. 

Aim  for  Chapter  V. — To  realize  their  faithfulness  to  the  high  stand¬ 
ards  of  the  “Tribe  of  God.” 

Aim  for  Chapter  VI. — To  see  the  promise  for  the  future  and  its 
challenge  to  us  in  the  progress  already  made  by  the  “Tribe 
of  God”  in  Africa. 

INTRODUCTORY  OR  ORGANIZATION  MEETING 

This  is  of  real  value  in  preparing  the  way — presenting  topic, 
text-book,  methods,  etc.,  so  that  no  time  needs  to  be  stolen  from 
the  first  study  hour.  It  gives  a  chance  for  leader  and  members 
to  become  acquainted,  if  necessary;  a  chance  to  clear  up  any 
misunderstanding  as  to  method;  and  to  arouse  enthusiasm  for 
subject.  (See  Mr.  Millikin’s  Manual.) 

Opening  prayer — for  guidance,  leadership. 


7 


The  theme  for  the  year — “The  Light  of  Christ  in  the  Life 
OF  Africa.” 

I.  Four  strong  points  to  be  made  by  leader,  or  by  prospective 
members,  or  by  other  people — chosen  beforehand.  To  be  pre¬ 
sented  attractively. 

1.  The  Lure  of  Africa  (ten  minutes)  based  on  Patton, 
Chapter  I  to  page  23. 

2.  Those  Who  Have  Felt  the  Lure  (ten  minutes)  based  on 
Patton,  Chapter  I,  pages  26  and  27.  Three  minutes 
each  to  Explorers,  Traders  and  Rulers.  One  minute 
mention  of  missionaries — as  they  will  be  studied  in 
next  lesson. 

3.  Location  of  Peoples  and  Tribes  of  Africa,  Patton,  Chap¬ 
ter  I,  pages  23  to  25. 

4.  Location  of  Chief  Zones  of  Mohammedanism,  Paganism, 
and  Christianity.  Choose  very  brief,  clarifying  items 
from  Patton,  Chapters  II,  IV  and  VI. 

For  all  these  use  map,  or  maps,  very  freely. 

II.  Introduce  text-book.  Tell  of  author — American  life — Afri¬ 
can  parish.  Call  attention  to  titles  of  chapters — themes.  (Leaflet, 
“An  African  Trail,”  gives  brief  sketch  of  Miss  Mackenzie.  Costs 
two  cents  and  can  be  ordered  from  your  Board.) 

III.  Introduce  “The  Lure  of  Africa” — as  above.  Leader  should 
own  copy  and  there  should  be  at  least  two — more,  if  possible — 
for  use  by  class  members. 

IV.  Have  on  hand  a  half  dozen  good  reference  books  to  be 
loaned  to  or  owned  by  class.  (These  may  be  secured  through 
personal  loan  or  gift;  through  class  purchase;  from  Missionary 
Library  of  local  church  or  from  Public  Library.  The  latter  is 
always  willing  to  supply  such  demands,  even  to  the  extent  of  spe¬ 
cial  purchase.)  Give  a  word  of  description,  i.e.,  whether  travel, 
biography,  missions,  etc.  Name  of  author,  etc.  Also  check,  on 
lists  of  bibliography  in  back  of  text-books,  the  books  most  at¬ 
tractive  and  helpful. 

V.  Distribute  prayer  cycles,  calling  attention  to  subjects,  and 
emphasize  use. 


8 


VI.  Enrolment — requirements  made  clear — and  any  other 
business,  such  as  choice  of  class  secretary  and  librarian  if  they  be 
desired.  It  is  often  worth  while  to  appoint  one  member  to  watch 
for  appropriate  magazine  and  newspaper  articles.  Simple,  clear, 
striking  charts  and  maps  are  so  valuable  when  judiciously  used 
that  it  is  well  worth  while  to  appoint  an  “illustrator”  or  chart- 
maker.  Urge  use  of  note-books — versus  scraps  of  papers. 

VII.  Assign  Lesson  I,  explaining  that  the  questions  and  the  sug¬ 
gestions  for  study  are  to  save  time  by  indicating  points  which  it 
seems  advisable  to  think  over  and  discuss,  and  the  great  impor¬ 
tance  of  preparation. 

VIII.  Summarizing  mention  of  four  points  spoken  of — Forward 
look  down  Missionaries’  Trail. 

Prayer  for  blessing  on  and  from  class  study. 

ASSIGNMENT— CHAPTER  I 

I.  Be  ready  to  make  in  class  lists  of  some  of  the  more  famous 
pioneer  African  Missionaries — all  denominations. 

II.  Discussions:  Those  of  today. 

1.  Selection. — If  you  were  a  member  of  the  Candidate 
Committee  of  your  Board  of  Missions,  what  qualifica¬ 
tions  would  you  consider  essential  for  foreign  mission¬ 
aries? 

2.  Trail. — When  missionaries  of  your  Board  go  to  Africa, 
at  what  port  do  they  usually  land,  and  what  trail  do 
they  follow  to  their  Stations? 

3.  Life. — What  seem  to  you  to  be  the  outstanding  features 
in  environment  and  work  among  the  Bulus? 

Individual  Assignments 
{Not  to  be  given  during  class  hour) 

I.  Ask  different  ones  to  be  ready  to  give  one  minute,  one  sen¬ 
tence  statements  about  some  of  the  less  generally  known  pioneers 
(see  list  given  under  I — Class  Hour  on  Chapter  I). 


9 


If  you  think  you  will  have  time  for  it  ask  some  one  to  prepare 
a  thrilling  five  or  ten  minutes’  statement  about  the  Moffats. 
Suggest  to  member  to  absorb  the  story  as  fully  as  possible,  to 
be  ready  with  a  very  brief  general  outline,  and  to  put  emphasis 
on  dramatic  points.  Reference,  “The  Moffats,”  by  Ethel  Hub¬ 
bard. 

II.  Discussion  i. — Ask  some  one  to  read  “The  Why  and  How 
of  Foreign  Missions,”  Chapters  HI  and  VHI. 

Discussion  2. — Ask  some  one  to  read  “The  Lure  of  Africa,” 
Chapter  VI,  page  139. 

Ask  some  one  to  read  “Black  Sheep,”  Mackenzie,  Chap¬ 
ter  I  to  page  12. 

Ask  some  one  to  read  “A  Life  for  Africa,”  Parsons, 
Chapter  H  to  page  39. 

Ask  some  one  to  read  “Jungle  Folk  of  Africa,”  Milligan, 
Chapters  I,  H  and  HI. 

Discussion  3. — Ask  some  one  to  read  “Mary  Slessor  of 
Calabar,”  pages  29  to  44. 

Ask  some  one  to  read  “Black  Sheep,”  ad  libitum. 

Use  these  last  five  for  “enrichment”  of  discussion. 


CLASS  HOUR  ON  CHAPTER  I 

Open  with  prayer — for  open  minds  and  hearts  to  learn  any 
lessons  there  may  be  for  us  in  these  studies. 

I.  (Ten  minutes.)  Call  for  quick  mention  of  pioneer  African 
Missionaries  and  post  on  the  blackboard.  Have  very  brief — sen¬ 
tence  or  two — statement  about  each  one,  either  while  being 
posted  or  after  list  is  complete.  Be  sure  to  include  Moffat,  Liv¬ 
ingstone,  Mackay,  Coillard,  Hennington,  McKenzie,  Grout, 
Pilkington,  Laws,  Grenfell.  It  will  pay  to  take  an  additional 
five  or  ten  minutes  to  hear  a  little  of  the  story  of  the  Moffats. 

H.  Discussions:  Missionaries  of  today  (thirty  minutes). 

I.  Selection:  Requirements  of  your  Board — physical,  in¬ 
tellectual,  social,  spiritual.  Have  specially  prepared  mem¬ 
ber — “Individual  assignment  I,  i” — supplement  the 


10 


knowledge  of  Board  requirements  which  other  members 
contribute.  It  makes  stronger  impression  to  list  them  on 
the  blackboard.  Recommended  that  leader  also  re-read 
Chapters  III  and  VIII  of  “The  Why  and  How  of  Foreign 
Missions,”  A.  J.  Brown. 

Before  leaving  this  point  it  might  be  well  to  suggest  that  the 
class  notice,  as  study  progresses,  any  qualifications  or  equipment 
especially  valuable  for  an  African  missionary. 

2.  Trail. — Have  shown  from  maps  the  ports  at  which  the 
missionaries  of  your  denomination  leave  the  steamer  and 
the  country  across  which  they  go.  Have  means  of  travel 
described — railroad  (if  any),  carts,  hammocks,  bicycles. 
This  may  necessitate  refreshing  minds  of  leader  and  class 
with  physical  geography  of  Africa.  Information  can  be 
obtained  from  denominational  Boards. 

3.  Life  Among  the  Bulus. — After  physical  conditions  have 

been  stated  and  discussed,  i.e.,  homes,  discomforts, 
disease,  distances — be  sure  to  have  the  mental  environ¬ 
ment  well  brought  out.  Isolation — disillusion.  Set 

over  against  the  conditions  under  which  they  live  the 
things  which  they  are  called  upon  to  do — text-book  pages 
35  and  36.  Invite  a  comparison  of  the  way  we  feel  we 
must  take  good  care  of  ourselves  to  be  useful  people. 
Raise  question  whether  life  among  the  Bulus  is  more 
trying  than  that  in  other  mission  fields.  Reasons  for 
affirmative  include  the  fact  that  there  is  less  general  con¬ 
tact  with  other  educated  white  people,  missionaries,  and 
travelers,  as  well  as  tropical  problems  of  life  and  morals. 

HI.  At  this  point  give  assignment  of  Chapter  II. 

IV.  Summarizing  mention  of  greatness  of  soul  shown  by 
African  Missionaries — past  and  present — the  Spirit  of  the  Mission¬ 
ary — reviving  appreciative  sympathy  for  them  and  stirring  wish 
to  study  the  people  among  whom  they  work. 

V.  Scripture:  Psalm  91:1  and  14-16.  Rev.  14:13. 


II 


Prayers:  Thanksgiving  for  all  the  saints  who  from  their  labors 
rest,  for  all  who  follow  in  their  train,  and  for  ourselves  that  we  are 
offered  a  share  also. 

ASSIGNMENT— CHAPTER  II 

I.  What  do  you  know  about  the  Bulus? 

Who  are  they? 

What  are  they  like? 

II.  Where  do  they  live?  Use  maps. 

III.  Debate  or  Discussion: 

From  which  of  the  three  forms  of  slavery  do  you  think 
they  need  to  be  freed  first  or  most? 

Individual  Assignments 

I.  Bantu  Language — 'Encyclo.  Brittanica  (eleventh  edition). 

“Future  of  Africa,”  Fraser,  pages  no  and  in. 

“The  Host  in  the  Hut,”  Mackenzie,  leaflet,  three  cents 

(Woman’s  Foreign  Boards).  Enrichment. 

“Savage  Childhood,”  Kidd. 

I  and  II.  “Fetichism  in  West  Africa,”  R.  H.  Nassau,  Chap¬ 
ter  I. 

“The  Lure  of  Africa,”  Patton,  pages  137  to  144. 

HI.  If  debate,  choose  conductor  to  run  it  (by  appointing  sides 
or  calling  for  volunteers),  both  in  arrangement  and  execution. 

CLASS  HOUR  ON  CHAPTER  II 

Prayer:  That  we  may  realize  the  crippling  force  of  slavery  to 
“things  of  goods,  sex,  fetish.” 

As  a  starting  point  for  discussion — also  a  brief,  connective 
review — the  question  might  be  raised:  Are  you  finding  reason  to 
think  that  any  especial  qualifications  are  needed  for  missionaries 
among  the  Bulus?  If  so,  what?  (Six  minutes.) 


12 


I.  (Ten  minutes.)  After  members  of  class  have  talked  freely 
to  question  “Who  are  the  Bulus?”,  and  those  who  did  outside 
reading  have  contributed  that,  it  would  be  well  to  have  this  sim¬ 
ple,  clear  statement  made:  The  Bulus  are  a  tribe  of  the  Bantu 
race,  recognizable  by  certain  language  constructions. 

Sharp  division  into  “tribe  of  man  and  tribe  of  woman.”  Some 
characteristics:  Pride  (masters),  humility  (slaves),  courtesy, 
cruelty,  hospitality,  savagery,  dignity,  vanity,  selfishness,  loyalty — 
both  tribes  slaves  to  the  goods,  the  sex,  and  the  fetish. 

II.  (Thirty  minutes.)  Debate  or  Discussion. 

Debate,  if  proper  conductor  and  debaters  are  among  class 
members,  otherwise  good  general  discussion — analyzing  and  illus¬ 
trating  all  three  of  these  factors  in  their  lives.  Arrange  to  have 
two  people  present  each  of  three  forms  of  slavery  as  most  im¬ 
portant  for  first  attack  and  two  more  insist  that  all  three  must  be 
met  together.  Whether  debate  or  discussion  have  it  conducted  in 
spirited  manner.  If  all  the  class  has  given  thought  and  study  to 
chapter  and  some  have  read  additional  matter,  there  will  be- 
plenty  of  material  and  the  arguments  will  be  many.  At  close, 
leader  should  emphasize  fact  that  they  are  interwoven  and  inter¬ 
related  in  such  a  way  as  to  make  it  necessary  to  meet  all  three 
at  once. 

IV.  Assignment  of  Chapter  III  here  follows  in  logical  and  close 
connection. 

V.  Summarizing  mention  of  the  appeal  of  the  Bulu  for  the 
Gospel — slavery  of  women,  stagnation,  darkness,  slavery  of  both 
“tribes”  to  customs  and  fears. 

VI.  Scripture:  John  8:32. 

Prayers:  That  we  may,  in  our  gratitude  for  the  Gospel’s  in¬ 
fluence  in  our  own  lives,  reconsecrate  ourselves  to  helping  them 
to  its  knowledge  and  freedom. 


ASSIGNMENT— CHAPTER  III 

I.  Discussion:  What  points  of  resemblance  do  you  find  between 
the  “Bulu  God  of  tradition  and  our  God  of  the  Old  Testament?” 


13 


II.  As  you  study  about  the  Bulu’s  slavery  to  their  fears  what 
are  the  chief  impressions  made  on  you? 

III.  How  do  you  account  for  their  ready  acceptance  of  the  Gos¬ 
pel  of  the  Living  God? 


Individual  Assignments 
For  Enrichment 

I.  “A  Life  for  Africa,”  Chapter  XI,  pages  192  to  196. 

I  and  III.  “God’s  Ways  in  the  Bantu  Soul,”  Henri  A.  Junod, 
an  article  in  The  International  Review  of  Missions,  January,  1914. 

I  and  H.  “Future  of  Africa,”  Fraser,  pages  116  to  133. 

H  and  III.  “The  Lure  of  Africa,”  Chapter  VI,  pages  142  to 
145* 

“African  Adventurers,”  Chapters  I,  V  and  VI. 

HI.  For  further  research — International  Review  of  Missions — 
October,  1915. 

Does  primitive  heathenism  present  any  points  of  con¬ 
tact  for  Missionary  work?”  Soderblom. 

I,  H  and  HI.  “Fetichism  in  West  Africa,”  R.  H.  Nassau — 
general  inspection  of  this  book  well  worth  while. 

H.  Also  impersonation — life  of  a  Bulu  woman  who  has  some 
especial  taboo,  or  lives  a  life  all  fears  and  taboos — choose  some 
one  who  will  do  it  sympathetically — if  she  wishes  additional  read¬ 
ing  recommend  the  following: 

“Fetichism  in  West  Africa,”  Nassau,  Chapters  X,  XI 
and  XV. 

“Home  Life  in  Africa,”  leaflet,  two  cents  (Woman’s 
Boards  of  Foreign  Missions). 


14 


“Other  Children,”  Mackenzie,  leaflet,  two  cents  (Wo¬ 
man’s  Boards  of  Foreign  Missions). 

“Women  of  West  Central  Africa,”  leaflet,  two  cents 
(Room  523,  40  Dearborn  St.,  Chicago,  Ill.). 

“At  Dawn,”  Wellman,  leaflet,  eight  cents  (Room  1315, 
19  S.  LaSalle  St.,  Chicago). 

“Nana,”  McKenzie,  leaflet,  two  cents  (Presbyterian 
Woman’s  Boards  of  Foreign  Missions). 


CLASS  HOUR  ON  CHAPTER  III 

Prayer;  That  we  may  realize  how  ready  these  people  are  for 
the  Christian  message — The  Light  of  God. 

As  a  connecting-thought-review  the  leader  could  ask  the 
class  what  points  in  the  two  previous  discussions  had  most  inter¬ 
ested  or  impressed  them,  and  must  be  ready  to  lead  from  answer, 
or  answers,  to  the  first  topic  of  the  day. 

I.  (Fifteen  minutes.)  Bulu  God  of  Tradition — immortal, 
creator,  known  by  name,  also  called  “our  Father.”  Bulu  legend 
very  similar  to  account  of  Adam  and  Eve.  Have  points  of  simi¬ 
larity  and  of  difference  brought  out  in  class.  It  might  be  well  to 
ask  some  one  to  tell  tradition  to  start  the  discussion.  Leave  with 
impression — Zambe  went  away — forgot. 

II.  (Twenty  minutes.)  After  asking  class  members  for  their 
impressions  and  giving  your  own,  be  sure  to  bring  out  “their  fear 
vs.  our  faith;  their  darlmess  vs.  our  light,”  and  recall  their  slavery 
to  the  things  of  custom,  fear  and  death.  Lay  especial,  if  it  has 
not  already  been  done,  stress  on  the  slavery  of  women.  The  im¬ 
personation  of  the  life  of  a  Bulu  woman  fits  in  at  the  close  of  this 
discussion  and  should  be  given  at  least  ten  of  the  twenty  minutes — 
possibly  more.  If  at  all  well  done — and  it  should  be  given  very 
simply — it  will  make  a  deep  impression. 

III.  (Fifteen  minutes.)  A  question  which  would  start  this 
discussion,  be  suggestive,  and  help  each  one  put  herself  in  the 


15 


place  of  a  Bulu  woman,  could  be  used  to  great  advantage.  For 
example,  “If  you  were  a  Bulu  woman  in  what  way  do  you  think 
your  first  hearing  of  the  story  of  Jesus,  Son  of  God,  would  most 
appeal  to  you?” 

The  points  made  in  this  discussion  will  probably  be,  their 
belief  in  Zambe ;  ideas  of  a  God,  their  hope  that  some  day  he  would 
remember  them  and  come  back;  their  sense  of  need;  their  belief 
in  prayer;  relief  from  fetish  and  taboo;  desire  for  eternal  life,  and 
those  mentioned  in  the  paragraph  beginning  “Old  filialties”  on 
page  loo  in  the  text-book. 

IV.  Naturally  following  their  preparation  to  welcome  the  Liv¬ 
ing  God  comes  the  test  of  the  “Ten  Tyings.” 

Assignment  of  Lesson  IV. 

V.  In  the  brief  summarizing  statement  the  leader  has  a  chance 
to  turn  the  thoughts  of  the  class  toward  the  life  of  the  Bulu  woman 
as  described  in  the  impersonation — her  preparation  for  and  need 
of  the  Light  of  Christ.  The  impressions  will  probably  be  deep, 
and  this  a  moment  when  all  will  want  to  pray  for  her  with  tender 
sympathy. 

VI.  Scripture:  John  3:14  and  15;  John  17:3. 

Prayers:  For  Bulu  homes,  Bulu  women,  those  who  are  trying 
to  follow  the  light  and  those  who  are  still  deprived  of  it. 


ASSIGNMENT— CHAPTER  IV 

I.  Discussion:  The  “Ten  Tyings”  as  they  affect  the  things  of 
goods,  sex,  spirit. 

U.  If  you  were  a  Bulu  woman  do  you  think  you  would  wel¬ 
come  immediately  the  practical  application  of  the  “Ten  Tyings” 
into  your  life?  Why  or  why  not? 

III.  Do  you  see  any  difference  between  our  attitude  toward 
the  “Ten  Tyings”  and  that  of  the  Bulus?  If  so,  how  would  you 
express  it? 


16 


Individual  Assignments 


I.  Enrichment. 

“Home  Life  in  Africa,”  leaflet. 

“A  Missionary’s  Wife  Among  African  Women,”  Agnes 
Fraser,  International  Review  of  Missions,  July,  1914. 

II.  Ask  some  one  to  be  ready  to  take  the  negative  side  on 
question  II.  Mary  Slessor,  pages  221  to  223. 

Class  Hour  on  Chapter  IV 

Prayer:  That  we  may  gain  a  sympathetic  understanding  of 
what  the  “Ten  Tyings”  mean  in  the  life  of  the  Bulu — especially 
Bulu  women. 

For  connective-review  question  the  following  is  suggested: 
How  would  you  tell  the  Gospel  Story  to  a  Bulu  woman  if  you 
were  a  missionary? 

I.  (Thirty  minutes.)  In  this  discussion,  as  in  others,  it  will 
be  found  advantageous  to  call  out  as  much  individual  expression 
from  the  class  as  possible — relation  of  incidents  and  statements 
of  opinions — thus  securing  a  variety  (which  makes  it  more  inter¬ 
esting)  and  giving  a  chance  for  increasing  ease  in  discussion. 
Leader  should  be  ready  with  one  good  incident  which  the  class 
is  less  likely  to  obtain,  and  to  tabulate  the  findings  of  the  dis¬ 
cussion. 

After  mentioning  the  effect  of  the  “Ten  Tyings”  on  the  things 
of  goods — property  rights,  of  sex — slavery,  of  spirit — religion,  at 
the  close  of  the  discussion,  it  might  be  clarifying  to  summarize 
somewhat  as  follows:  As  there  are  no  legal  obligations  such  as 
obtain  in  this  country — acceptance  is  voluntary,  great  discipline — 
mental  (mind)  memorizing  and  application,  physical  (body), 
moral  (spirit),  “no  major  or  minor  tyings” — all  considered  equal. 
“Zambe,  who  gave  the  tyings,  gives  strength  for  their  keeping.” 

H.  (Fifteen  minutes.)  Object  of  this  discussion  is  to  stimu¬ 
late  sympathetic  thought  of  the  complications  and  problems 
which  the  impact  of  the  Word  of  God  makes.  Do  we  always  wel¬ 
come  new,  radical  things  into  our  lives?  Discussion  will  be  more 
interesting  if  negative  is  presented  also. 


17 


III.  (Five  minutes.)  Speaking  in  general  terms  of  the  average 
Christian  peoples  is  it  not  fair  to  make  this  comparison  with  the 
Bulus: 

Our  attitude  toward  the  “Ten  Tyings'^ — a  sense  of  prohibi¬ 
tions.  Their  attitude  toward  the  “Ten  Tyings'^ — a  sense 
of  relief  and  release. 

IV.  Desire  to  be  included  among  the  “Tribe  of  God”  naturally 
and  soon,  follows  the  acceptance  of  the  “Ten  Tyings”  and  the 
desire  to  learn  of  Jesus,  the  Son  of  God.  Assignment  of  Chap¬ 
ter  V. 

V.  There  may  not  be  time  for  the  usual  summarizing  state¬ 
ment,  but  surely  enough  can  be  taken  to  recall  the  infinite  pains 
many  a  Bulu  woman  has  taken  to  keep  the  “Ten  Tyings”  in 
small  matters,  and  consecrated  sacrifice  to  keep  them  in  great 
matters — with  mention  of  her  deep  longing  to  be  of  the  “Tribe 
of  God.” 

VI.  Scripture:  Luke  10:27;  Heb.  4:1-15;  John  17:15. 

Prayers:  For  the  Bulu  woman  in  her  learning  of  and  adjust¬ 
ment  to  the  laws  of  God,  and  for  ourselves  that  we  may  be  kept 
more  faithful  to  them. 


ASSIGNMENT— CHAPTER  V 

I.  If  you  were  a  Bulu  missionary,  what  requirements  would 
you  make: 

1.  For  probation?  )  ^ 

2.  For  full  membership?  )  ^ 

II.  What  are  the  Standards  of  the  Bulu  section  of  the  “Tribe 
of  God”  and  to  what  extent  do  they  live  up  to  them? 

III.  The  growth  of  the  “Tribe  of  God”  among  the  Bulus. 

Reports  from  the  field. 

Individual  Assignments 
I.  “Congo  Life,”  J.  H.  Weeks,  pages  318  to  330. 

18 


II.  The  Final  Test,  “Lure  of  Africa,”  Chapter  VII,  pages 

175  to  178. 

“The  Testing  of  a  Mission,”  leaflet,  two  cents  (Pby. 
Board,  156  Fifth  Ave.,  New  York). 

Winning  of  a  Primitive  People— Frazer — Chapter  VIII, 
pp.  94-100.  Chapter  XXV. 

III.  “The  Lure  of  Africa,”  Chapter  VI,  pages  158  to  161. 

Denominational  Board  Reports — leader  secure  from 
headquarters  and  have  ready  to  hand  out.  Presby¬ 
terian  leaders  will  find  them  in  “Packets  of  Helps.” 

“Romance  of  the  Cameroun,”  Halsey,  Missionary  Re- 
vieiu  of  the  World,  May,  1917. 

“A  Church  with  a  Waiting  List  of  15,000,”  Halsey, 
leaflet,  three  cents. 

“  See  How  It  Has  Grown,”  World  Outlook,  January,  1917* 
Ask  chartmaker  or  some  one  to  draw  charts  illustrating 
growth  of  church — simple  rectangles  or  church  build¬ 
ings  drawn  in  proportion  or  some  original  schemes. 
Ask  others  to  mark  locations  of  churches  and  mission 
stations  on  outline  maps. 


CLASS  HOUR— CHAPTER  V 

Prayer:  That  we  may  appreciate  the  high  standards  and  spirit 
of  faithfulness  of  the  Bulu  members  of  the  “Tribe  of  God.” 

Connective-review-question:  On  which  of  the  three  great 
racial  ideas  do  you  think  the  “Ten  Tyings”  would  have  the 
quickest — or  greatest — affect? 

I.  (Five  minutes.)  Evidence  of  a  sincere  desire  to  learn 

1.  and  to  live  a  Christian  life.  “Heart  Agrees.”  “I  turn 
my  heart.” 

2.  Proof  that  old  beliefs  and  customs  have  been  given  up, 
i.e.,  fetichism,  taboo,  polygamy — for  the  customs  of 


19 


the  “Tribe  of  God” — Christian  worship,  monogamy, 
the  “Ten  Tyings”  and  all  the  resultant  outreach  toward 
God  and  man. 

II.  (Fifteen  minutes.)  Confession,  restitution,  monogamy, 
break  with  fetish-probation,  instruction,  growth  in  grace,  faith, 
prayer,  works.  They  live  up  to  them  to  an  extent  that  makes  us 
stop  and  think. 

Nothing  will  be  more  valuable  for  a  leader  than  to  get  in  touch 
with  a  missionary  (or  missionaries)  from  this  region,  or  to  have 
a  class  member  do  so  and  report  to  class  answers  to  I  and  II. 

III.  (Thirty  minutes.)  Before  having  these  reports  given  it 
may  be  advisable  to  raise  the  question  of  the  “Primary  and  Ulti¬ 
mate  Aims  of  Foreign  Missions.”  After  being  sure  that  the  stand¬ 
ard  answer  is  understood  by  each  member — there  may  be  some 
one  who  has  not  thought  it  through — reader  can  also  feel  more  sure 
of  their  interest  in  discussing  the  Bulu  branch  of  the  “Tribe  of 
God.”  Primary  aim — to  preach  the  Gospel;  ultimate  aim — to 
establish  churches,  self-extending,  self-supporting,  and  self-gov¬ 
erning. 

In  an  interdenominational  class:  outstanding  facts  from  each  de¬ 
nomination,  with  illustrative  charts,  will  be  necessary.  In  a  denomi¬ 
national  one  much  more  detail  can  be  given;  there  will  be  time 
for  resumes  of  the  medical,  industrial,  and  educational  work  as 
well  as  evangelistic.  Facts  especially  to  be  noted  are,  that  the  work 
has  progressed  steadily  and  strongly  with  a  minumum  of  emo¬ 
tionalism  and  a  maximum  of  solidity;  and  that  one  of  the  greatest 
churches  in  the  world  is  in  this  region.  As  a  climax  ask  the  pre¬ 
pared  member  to  tell  its  story. 

IV.  We  are  now  ready  to  consider  the  outreach  of  this  “Tribe 
of  God”  and  its  present  needs.  Assignment  of  Chapter  VI. 

V.  The  summarized  statement  offers  the  chance  to  make 
further  point  of  the  faithful  character  of  the  Bulu  Christian — un¬ 
der  persecution,  discipline,  in  the  meeting  of  obligations,  and  in 
joy  at  privilege  of  membership  in  the  “Tribe  of  God” — and  to 
turn  our  thoughts  toward  its  effect  on  the  community. 

VI.  Scripture:  Luke  8:i-8  and  15. 

Prayers:  For  the  members  of  the  “Tribe  of  God”  in  Africa. 


20 


ASSIGNMENT— CHAPTER  VI 


I.  Discussions:  New  Customs: 

1.  In  the  things  of  the  community. 

2.  In  the  home  life  of  the  people. 

3.  Debit  and  credit  account  of  the  white  man. 

II.  What  are  your  deepest  impressions  from  this  study?  Please 
write  them  down. 

III.  If  you  were  a  missionary  among  these  people,  what  would 
you  most  want  now — at  the  present  stage  of  progress — from  the 
“Tribe  of  God”  in  America? 

As  a  member  of  that  Tribe  what  are  you  going  to  do  for  the 
Africans? 


Individual  Assignments 

I.  On  I.  “Congo  Life,”  J.  H.  Weeks,  pages  294  to  318. 

“The  Lure  of  Africa,”  pages  91  to  94. 

On  2.  “Mary  Slessor  of  Calabar,”  pages  148  to  151. 

General  reading  in  “Black  Sheep,”  especially  Part  IV. 
Also  leaflets  mentioned  under  II — Assignment  Chapter 
III. 

On  3.  “The  Lure  of  Africa,”  Chapter  V,  especially  page 
127. 

On  I,  2  and  3.  “Easter  at  Chikore,”  “The  Lure  of  Africa,” 
Chapter  VII,  pages  165  to  175 

III.  Africa’s  Special  Problems,  “The  Lure  of  Africa,”  Chapter 
VII,  pages  178  to  185. 

Grand  Strategy,  “The  Lure  of  Africa,”  Chapter  VII, 
pages  189  to  end. 

“Future  of  Africa,”  Fraser,  Chapter  VIII,  especially 
pages  272  to  276. 

Statement  of  needs — missionaries  and  equipment — secured  from 
denominational  boards  and  presented  by  leader  or  especially 
chosen  member. 


21 


CLASS  HOUR  ON  CHAPTER  VI 


Prayer:  That  this  study  be  not  of  the  intellect  only,  but  that 
our  hearts  be  stirred  by  the  present  condition  and  great  needs. 

Connective  Review  Question:  Have  you  any  new  information  or 
light  on  our  discussion  at  last  session — or  any  previous  sessions? 

I.  (Fifteen  minutes.)  Discussions:  New  Customs: 

1.  List  on  blackboard  those,  in  community  life,  which  are 
mentioned  in  text-book — adding  those  contributed  from 
individually  assigned  readings.  Make  much  of  industrial 
changes  and  problems. 

2.  New  women,  new  marriages,  new  family  life,  new  hos¬ 
pitality,  new  neighborhoods  and  other  responses  will  be 
given.  It  might  be  well  to  have  some  one  ready  to  speak 
to  the  question :  Do  these  changes  seem  more  noticeable, 
more  radical,  or  more  far-reaching  than  those  in  other 
mission  fields? 

3.  After  each  member  has  contributed  to  this  argument, 
a  deep  impression  can  be  made  by  the  person  presenting 
— individual  assignment — the  entire  material  secured 
from  the  reference  in  “Lure”  and  any  other  source 
available. 

II.  (Ten  minutes.)  What  surprises  have  there  been  for  you 
in  this  study  (whole  course)?  and  what  has  especially  interested 
you?  are  two  questions  which  can  be  used  to  lead  up  to  this 
one.  If  the  atmosphere  of  the  class-hour  throughout  the  course 
has  been  such  as  to  encourage  self-expression,  answers  will  come — 
though  they  cannot  be  forced.  Any  leader  who  intends  to  use  it 
wiU  probably  so  plan  some  time  beforehand  and  consequently  will 
be  preparing  for  it  in  thought  and  prayers. 

III.  (Thirty  minutes.)  Although  class  members  should  have 
most  of  the  time  to  express  opinions  and  listen  to  facts — also 
given  by  class — as  to  the  needs  of  different  Boards  (if  interdenomi¬ 
national)  or  different  Imes  of  work,  individual  stations  and  their 


22 


needs;  the  call  for  missionaries  and  their  support;  financial  and 
spiritual — (if  denominational)  the  leader  must  be  ready  to  inter¬ 
ject  a  question  and  emphasize  any  particular  need.  Should  be 
thoroughly  prepared  on  those  of  own  denomination. 

It  is  entirely  possible  that  members  of  the  class  will  not  be 
ready  to  give  a  public  answer  to  this  final  question.  Statements 
should  be  made  of  the  practical  things  to  do.  Study  and  influence 
others  to  do  so.  Pray  (definitely  for  Africa — prayer  cycles  and 
year  book  will  help).  “Work  without  prayer  is  presumption — 
prayer  without  work  is  sacrilege.” 

Scripture:  Matthew  9:38;  Isaiah  6:8. 

Prayers  of  Consecration. 


23 


